ABC Storybook Activities By Jessica Stroessner ED 401 Reading StrategiesA. ANTICIPATION ACTIVITIES
1A. Vocabulary Quiz(Vocabulary)
Wisconsin Standard in Craft and Structure 4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
This activity is to help students to determine meanings of words using context clues. The students can take a short quiz and determine what each word means. This helps students comprehend and understand the vocabulary used in the book. This activity could be done during computer time where the students could do this on their own before the book is read. Having the students determine the meanings before the book is read will help them remember what the word means as they are reading, they are also able to go back and take the quiz again if they forgot what a word means.
2A. Feelings Brainstorm(Vocabulary) Wisconsin Standard in Key Ideas and Details 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
I want students to think about how each character might feel. I want them to list the name of the characters and then have feeling under each character. The feelings can be the same because many people had similar reactions to the happenings during World War II. I want the students to have an idea of feelings of the characters before they dive into the story. We will have covered World War II in history so the students would have basic knowledge of what happened during this time.
3A.) Picture Walk (Comprehension) Wisconsin Standard in Integration of Knowledge and Ideas 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
B. BUILDING PRIOR KNOWLEDGE ACTIVITIES 1B. Feelings Exploration (Vocabulary, Comprehension) Wisconsin Standard in Key Ideas and Details 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. The brain storming activity is a good way for students to recognize their feelings while reading the book as well as the feelings of the characters. I want the students to be able to describe why each of the characters or themselves feels this way. This will help the students put meaning behind what they are saying and how they feel; it will also show me they understood what they read. The students will need to build off of what they know about feelings and the book. this activity would be worked on while reading the book and then finished when we have finished the book as a class.
2B Our Story.com (Comprehension and Fluency) Wisconsin Standard in Key Ideas and Details 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
I want the students to create your own timeline with events from the story using pictures from online. I want you to use your own words to describe how you would have felt how you think certain activities took place. I also want you to write your own ending to the story (i.e. does Annemarie ever see Ellen again?) This builds on their prior knowledge from reading the story and it also builds on what is to come after the story has ended. This activity gives students a chance to use their imagination to come to a conclusion of what happened after the war ended and they need to have the prior knowledge of events in the book to do this.
3BNewspaper Clipping Activity(Vocabulary and Comprehension) Wisconsin Standard in Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
I want the students to find other materials that relate to World War II. I want the students to compare and contrast what they found in the book to what they learned in class as well as using other materials to come to a conclusion of what really happened during the war. I want the students to find clippings and have actual examples that they will be able to share with the class and explain why it was important. I want the students to have a clear understanding of World War II and the Holocaust and to be able to find other sources not just the ones I hand out or direct them to.
C. CONSOLIDATION ACTIVITIES 1C. Creating a Story Map(Comprehension)
Wisconsin Standards in Integration of Knowledge and Ideas 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
ttp://www.mindmeister.com/maps/show/70475388 I want the students to be able to think over what the main points in the story were and how they affected the characters throughout. I want them to be able to connect events in the book together as well as events that are taking place in our life now. I want students to find examples of people being scared for their religious freedom, how war affects the lifestyles of people and how it affects daily life. I want them to be able to understand the story fully as well as understand how it relates to today’s time and how certain events affected life today.
2C. Writing About Your Favorite Object(Comprehension) Wisconsin Standards in Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
I want the students to pick one object or event in the story. I want them to tell me why they picked it what the meaning of it is in the book. Why the author picked this object or event to portray. I want them to explore this object and event and find meaning behind it. The meaning it had to people during World War II as well as if it still has meaning today to people. I want them to find different media to explore in detail this object or event. I want them to become the expert on the event or object. I will then have them write about it and share it with the class in a short presentation after I have them peer read each others.
3C. Cartoon do (Comprehension) Wisconsin standard in Key Ideas and Details 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
http://www.toondoo.com/cartoon/2483890 I will assign each student part of the book or a chapter. I want them to determine the main idea of that section how it describes details and uses describing words. I want students to form a personal opinion and judgments and I want them to portray this through a short cartoon. They can make it funny, or serious, but it has to be informative and be able to be accessed by the whole class so they can look at them one by one and review the story through cartoon format.
Photo Source: http://www.mce.k12tn.net/reading23/number_the_stars.htm
ABC Storybook Activities By Jessica Stroessner ED 401 Reading Strategies A. ANTICIPATION ACTIVITIES
1A. Vocabulary Quiz (Vocabulary)
Wisconsin Standard in Craft and Structure 4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
http://www.mystudiyo.com/ch/a128762/go
This activity is to help students to determine meanings of words using context clues. The students can take a short quiz and determine what each word means. This helps students comprehend and understand the vocabulary used in the book. This activity could be done during computer time where the students could do this on their own before the book is read. Having the students determine the meanings before the book is read will help them remember what the word means as they are reading, they are also able to go back and take the quiz again if they forgot what a word means.
2A. Feelings Brainstorm (Vocabulary)
Wisconsin Standard in Key Ideas and Details 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
I want students to think about how each character might feel. I want them to list the name of the characters and then have feeling under each character. The feelings can be the same because many people had similar reactions to the happenings during World War II. I want the students to have an idea of feelings of the characters before they dive into the story. We will have covered World War II in history so the students would have basic knowledge of what happened during this time.
3A.) Picture Walk (Comprehension)
Wisconsin Standard in Integration of Knowledge and Ideas 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
http://www.myebook.com/ebook_viewer.php?ebookId=58515
http://www.google.com/imgres?imgurl=http://www.wordtravels.com/images/map/Denmark_map.jpg&imgrefurl=http://www.wordtravels.com/Travelguide/Countries/Denmark/Map&usg=__KhchTzn-aHqMHvuDMD2CsExTZqY=&h=507&w=475&sz=44&hl=en&start=0&zoom=1&tbnid=-bki2gKxALnYaM:&tbnh=163&tbnw=153&prev=/images%3Fq%3Ddenmark%26um%3D1%26hl%3Den%26sa%3DG%26biw%3D1280%26bih%3D685%26tbs%3Disch:1&um=1&itbs=1&iact=rc&dur=354&ei=ZYvxTIeKJYSClAe4wdiBCg&oei=ZYvxTIeKJYSClAe4wdiBCg&esq=1&page=1&ndsp=16&ved=1t:429,r:0,s:0&tx=48&ty=92
I would have the students look through pictures that fit the time period the book took place in as well as the area of Europe. I would start from the cover and have one or two pictures for each chapter. I want the students to get a visual image of the book, but first they must read and build up to images in their mind. I want the students then to compare and contrast what they thought was happening or what something looked like to the pictures. I want the students to explain if their mental images are realistic to that time period. I want the students to be able to understand feelings through pictures.
B. BUILDING PRIOR KNOWLEDGE ACTIVITIES
1B. Feelings Exploration (Vocabulary, Comprehension)
Wisconsin Standard in Key Ideas and Details 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
The brain storming activity is a good way for students to recognize their feelings while reading the book as well as the feelings of the characters. I want the students to be able to describe why each of the characters or themselves feels this way. This will help the students put meaning behind what they are saying and how they feel; it will also show me they understood what they read. The students will need to build off of what they know about feelings and the book. this activity would be worked on while reading the book and then finished when we have finished the book as a class.
2B Our Story.com (Comprehension and Fluency)
Wisconsin Standard in Key Ideas and Details 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Number the Stars · 11/27/2010
This is a public story
View full size
http://ourstory.com/story.html?v=188979
I want the students to create your own timeline with events from the story using pictures from online. I want you to use your own words to describe how you would have felt how you think certain activities took place. I also want you to write your own ending to the story (i.e. does Annemarie ever see Ellen again?) This builds on their prior knowledge from reading the story and it also builds on what is to come after the story has ended. This activity gives students a chance to use their imagination to come to a conclusion of what happened after the war ended and they need to have the prior knowledge of events in the book to do this.
3B Newspaper Clipping Activity (Vocabulary and Comprehension)
Wisconsin Standard in Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
I want the students to find other materials that relate to World War II. I want the students to compare and contrast what they found in the book to what they learned in class as well as using other materials to come to a conclusion of what really happened during the war. I want the students to find clippings and have actual examples that they will be able to share with the class and explain why it was important. I want the students to have a clear understanding of World War II and the Holocaust and to be able to find other sources not just the ones I hand out or direct them to.
C. CONSOLIDATION ACTIVITIES
1C. Creating a Story Map (Comprehension)
Wisconsin Standards in Integration of Knowledge and Ideas 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
ttp://www.mindmeister.com/maps/show/70475388
I want the students to be able to think over what the main points in the story were and how they affected the characters throughout. I want them to be able to connect events in the book together as well as events that are taking place in our life now. I want students to find examples of people being scared for their religious freedom, how war affects the lifestyles of people and how it affects daily life. I want them to be able to understand the story fully as well as understand how it relates to today’s time and how certain events affected life today.
2C. Writing About Your Favorite Object (Comprehension)
Wisconsin Standards in Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
*PASSWORD: star
http://123.writeboaiqozard.com/f0ntw948y35
I want the students to pick one object or event in the story. I want them to tell me why they picked it what the meaning of it is in the book. Why the author picked this object or event to portray. I want them to explore this object and event and find meaning behind it. The meaning it had to people during World War II as well as if it still has meaning today to people. I want them to find different media to explore in detail this object or event. I want them to become the expert on the event or object. I will then have them write about it and share it with the class in a short presentation after I have them peer read each others.
3C. Cartoon do (Comprehension)
Wisconsin standard in Key Ideas and Details 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
http://www.toondoo.com/cartoon/2483890
I will assign each student part of the book or a chapter. I want them to determine the main idea of that section how it describes details and uses describing words. I want students to form a personal opinion and judgments and I want them to portray this through a short cartoon. They can make it funny, or serious, but it has to be informative and be able to be accessed by the whole class so they can look at them one by one and review the story through cartoon format.